Required Textbook

• A textbook is NOT required for this course. All materials are available online.
• You may wish to order the following resource from the bookstore:
• Ko, S. & Rossen, S. (2004). Teaching Online: A Practice Guide. 2nd Edition. New York: Houghton Mifflin Co

Prerequisite Knowledge:
This course is designed to build on the understanding of teaching and pedagogy that is acquired in Professional Semester I. The focus of this course is to create web-based teaching and learning resources for students that are both technically and educationally sound.

Prerequisite Skills:
It would be very beneficial if you were proficient:

• using MS Word or other word processor
• with e-mail (including handling attachments)
• with web browser including downloading and opening files and using effective search strategies
• designing, creating, and uploading web pages using web editing software (freeware or free demos are available online if you don’t have a copy)

Course Description
This course might best be described as an asynchronous learning network (ALN). The following is a description of an asynchronous learning network.

“Learners use computers and communications technologies in ALNs to work with remote learning resources, including online content, as well as instructors, and other learners, without the requirement to be online at the same time. The most common ALN tool is the World Wide Web used in conjunction with managed learning environment (MLE) software such as WebCT. MLE provides students and instructors with electronic access to course materials, grades, activities, and communication options such as discussion boards, e-mail, and chat rooms” (Rovai, 2002).

Web-based teaching is likely a new concept to many of you. The goal of this course is to identify the different components of web-based teaching in preparation for designing your own web-based course or training materials at some point in the future.

As you click on each “Week” you will see that I have organized it into the following categories:

1. Introduction – gives you an idea of what is going on and a brief explanation of why we are doing things this way.
2. Objectives – what you will be able to do by the end of the lesson.
3. Readings – I have listed readings that will help you meet the objectives for the week.
4. Activities – these are smaller activities that are added together for an Activity grade and are designed to help you meet objectives for the lesson. Think of these as the types of things that you would be doing in 2 - 3 hour, face-to-face classes.
5. Assignment – either the actual assignment or a reminder / tips helping you get that A+ that you are all striving for in this course. If you click on the assignments, you will be taken to a document that provides the detailed information and marking guide / rubric for the assignment.

• Assignment 1 – design, create, and upload an “original” personal portal web site.
• Assignment 2 – a term paper dealing with Asynchronous Learning Networks
• Assignment 3 – Virtual Schools.
• Assignment 4 – design, create, and upload a web site designed to teach a specific concept to a target audience.
• Assignment 5 – there will be a series of weekly activities that will be required.

When I create an assignment area in WebCT, it requires a due date. Assignments cannot be graded until this due date passes. As a result, the Assignment due dates are very clear. I recognize that some of you will have technical problems or may have a legitimate reason for an extension. I do have some flexibility and will, on an individual basis, accept late assignments without penalty. However, it is YOUR responsibility to contact me in order to establish a date that is acceptable to both of us.

The only exception is the Final Project – I do NOT have any flexibility with this date as I have to get your projects marked and your marks submitted to the Registrar’s Office.

Faculty of Education Grade Equivalencies:

Learner Objectives:
At the end of this course, students will be able to:

Module 1 – Introduction to Online Learning

1. Define web-based learning.
2. Identify the key tools used in webCT.
3. Explain the importance of creating an online learning community.
4. Describe the purpose of participating in a synchronous online chat.
5. Describe the purpose of developing and posting an introductory web page.

Module 2 – Asynchronous Learning Networks

1. Identify the characteristics of an asynchronous learning network.
2. Distinguish web-based (online) courses from other forms of computer mediated / assisted instruction.
3. Describe the advantages and disadvantages of online learning.
4. List the characteristics of successful online students.
5. List the characteristics of successful online facilitators.

Module 3 – Virtual Schools

1. Classify virtual schools based on how they deliver their course content.
2. Compare traditional distance education courses with virtual education courses.
3. Describe the advantages and disadvantages of virtual (cyberschools).
4. Compare teaching at a virtual school to teaching in a face-to-face classroom.
5. Compare sample lessons from a number of virtual schools.
6. Describe the importance of professional development (teacher training) for virtual teachers.

Module 4 – Instructional Design

1. Identify general and specific learner outcomes for a specific topic of their choice.
2. Explain the importance of respecting copyright and intellectual property.
3. Develop a portion of an online course that incorporates a specified number of tools designed to teach the topic identified above by:
   • identifying, describing, and incorporating a five phase model of instructional design (Analysis, Design (Planning / Storyboarding), Development, Implementation. Evaluation)
   • identifying and describing the different tools that could be used in an online course (web site development software, text, graphics, animations, chat, discussion forums, grade book, quizzes, tests, etc.)

Specific Skills and Activities:

• design and upload a  web page introducing themselves to other members of the class
• be active participants of asynchronous class discussion
• participate in at least one synchronous online chat
• plan, design, and develop a web site (series of lessons) to teach a specific concept to a target audience

Scope and Sequence: